Factors that Affect fine motor development:
Developmental Chart for Fine Motor and Gross Motor Skills:
http://www.scholastic.com/content/collateral_resources/pdf/ECTonline/MotorSkillsAgebyAge_03_00.pdf.pdf
Developmental Chart for Play Skills:
http://www.scholastic.com/content/collateral_resources/pdf/ECTonlin/DevelopmentofPlay_AgebyAge_1112_00.pdf
BASIC HAND SKILL DEVELOPMENT:
Hand skill developmental sequence:
Step 1 = Reach Step 2 = Grasp Step 3 = Carry
Step 4 = Release Step 5 = In hand manipulation Step 6 = Bilateral hand use
http://www.scholastic.com/content/collateral_resources/pdf/ECTonline/MotorSkillsAgebyAge_03_00.pdf.pdf
Developmental Chart for Play Skills:
http://www.scholastic.com/content/collateral_resources/pdf/ECTonlin/DevelopmentofPlay_AgebyAge_1112_00.pdf
BASIC HAND SKILL DEVELOPMENT:
Hand skill developmental sequence:
Step 1 = Reach Step 2 = Grasp Step 3 = Carry
Step 4 = Release Step 5 = In hand manipulation Step 6 = Bilateral hand use
MUSCLE TONE/STRENGTH/RANGE OF MOTION
Muscle tone is the tension in the muscles while strength is the power the muscles have to perform actions. Movement in the joints is referred to as the range of motion.
UPPER BODY STABILITY
The ability to maintain a steady upper body position allows the student to maintain good positioning to complete fine motor, writing and self-help skills. A steady base of support is required for the student to effectively complete other tasks.
MOTOR PLANNING
One who has good motor planning can take in instructions and sensory information, plan a motor response, and execute the action.
HANDEDNESS
Which hand is used in the lead role to complete tasks while the other hand is used for stability and support.
GRASP PATTERNS
It is important to develop the thumb side of the hand as the skilled side for grasp and pinch patterns.
SCISSOR SKILLS
The development of cutting skills follow a sequential pattern from learning to place and hold the scissors, create small snips, cut straight lines and then cut out shapes and designs.
PREWRITING SKILLS
The development of prewriting skills follows a sequential pattern from learning to scribble color and duplicate basic designs and shapes.
VISUAL PERCEPTUAL SKILLS
Visual perceptual skills is the way we gather visual information from the environment and process that information for use. It includes visual discrimination, visual memory, figure ground discrimination, form constancy and visual closure.
VISUAL MOTOR SKILLS
Visual motor skills are coordination of vision and visual skills with movement of the body.
Muscle tone is the tension in the muscles while strength is the power the muscles have to perform actions. Movement in the joints is referred to as the range of motion.
UPPER BODY STABILITY
The ability to maintain a steady upper body position allows the student to maintain good positioning to complete fine motor, writing and self-help skills. A steady base of support is required for the student to effectively complete other tasks.
MOTOR PLANNING
One who has good motor planning can take in instructions and sensory information, plan a motor response, and execute the action.
HANDEDNESS
Which hand is used in the lead role to complete tasks while the other hand is used for stability and support.
GRASP PATTERNS
It is important to develop the thumb side of the hand as the skilled side for grasp and pinch patterns.
SCISSOR SKILLS
The development of cutting skills follow a sequential pattern from learning to place and hold the scissors, create small snips, cut straight lines and then cut out shapes and designs.
PREWRITING SKILLS
The development of prewriting skills follows a sequential pattern from learning to scribble color and duplicate basic designs and shapes.
VISUAL PERCEPTUAL SKILLS
Visual perceptual skills is the way we gather visual information from the environment and process that information for use. It includes visual discrimination, visual memory, figure ground discrimination, form constancy and visual closure.
VISUAL MOTOR SKILLS
Visual motor skills are coordination of vision and visual skills with movement of the body.
SKILLS TO PRACTICE:
To build Hand and Finger Strength
· Shred paper
· Play with PlayDoh
· Find hidden objects in PlayDoh
· String beads; start with big beads
· Finger play games and nursery rhymes
· Attach/take apart pop beads
· Pull open/close crinkle or pop tubes
To increase Hand Skill Development
To improve Visual Perceptual Skill Development
To build Visual Motor Skill Development
To build Hand and Finger Strength
· Shred paper
· Play with PlayDoh
· Find hidden objects in PlayDoh
· String beads; start with big beads
· Finger play games and nursery rhymes
· Attach/take apart pop beads
· Pull open/close crinkle or pop tubes
To increase Hand Skill Development
- Development follows a developmental sequence
- Skills are learned through play and exploration of environment
- Children increase fine motor skills through play, develop new skills, master skills and then apply them to academic skills
To improve Visual Perceptual Skill Development
- Play ‘I Spy’ to find toys, familiar objects, etc
- Look at simple ‘I Spy’ books; the series starts with board books.
- Read books and have kids point to objects
- Identifying if things looks the same or different
To build Visual Motor Skill Development
- Draw simple shapes including horizontal line, vertical line, cross, circle, square, triangle
- Draw a face; you provide the circle. First name eyes then draw eyes, Name nose then draw nose.
- Color simple pictures
- Finger paint
- Make simple designs using 3 blocks then have child copy.
- Make simple patterns using two colors with pop beads
- Complete insert puzzles